Abstract

The aim of this study was to explore if there is any evidence for demonstrable impacts of school building
design on the learning rates of pupils in primary schools.
Hypotheses as to positive impacts on learning were developed for 10 design parameters within
a neuroscience framework of three design principles. These were tested using data collected on 751
pupils from 34 varied classrooms in seven different schools in the UK. The multi-level model developed
explained 51% of the variability in the learning improvements of the pupils, over the course of a year.
However, within this a high level of explanation (73%) was identiﬁed at the “class” level, linked entirely
to six built environment design parameters, namely: colour, choice, connection, complexity, ﬂexibility
and light.
The model was used to predict the impact of the six design parameters on pupil’s learning progression.
Comparing the “worst” and “best” classrooms in the sample, these factors alone were found to have an
impact that equates to the typical progress of a pupil over one year. It was also possible to estimate the
proportionate impact of these built environment factors on learning progression, in the context of all
inﬂuences together. This scaled at a 25% contribution on average.
This clear evidence of the signiﬁcant impact of the built environment on pupils’ learning progression
highlights the importance of this aspect for policy makers, designers and users. The wide range of factors
involved in this holistic approach still leaves a signiﬁcant design challenge